Practice And Research On The Design Of Geography Assignments In Junior High School Under The Background Of "Double Reduction"

After the promulgation of the "double reduction" policy,the management of assignments in primary and secondary schools has become more standardized and strict,and assignments design has become one of the hot spots in geography teaching and research in junior high schools.Research on geography assignments in junior high schools can,on the one hand,enhance students’ interest in learning geography,encourage them to actively participate in learning,gain geographical thinking and abilities in the process of practice and exploration,and strive to truly achieve "reducing burden and increasing efficiency",which is conducive to improving students’ learning efficiency and implementing the cultivation of core geographical literacy,On the other hand,it can provide junior high school geography teachers with clear assignment design strategies and sufficient assignment cases for reference,which can be directly or indirectly applied to daily teaching and promote the achievement of teaching objectives.Based on constructivism and the theory of multiple intelligences,this article adopts the methods of literature research,questionnaire survey,and case study to analyze the current research results and shortcomings of geography assignment design in junior high schools.On this basis,it complements and improves the geography assignment design strategy in junior high schools,studies and compiles specific practical assignment cases,and proposes a feedback method for assignment evaluation,promoting the integration of "teaching 、assignment and evaluation".The survey results show that the current situation and main problems of geography assignment design in junior high schools include the need to strengthen the control of assignment duration,high difficulty,a single type of assignment,a large number of written assignments,insufficient development of textbooks,and a single evaluation method for assignments.Besides there are difficulties in implementation although teachers have the awareness of stratification.Overall,geographical design in junior high school has a foundation,but the implementation process is still fraught with difficulties.In order to solve the main problems in geography assignments design in junior high schools,this article,based on the requirements of implementing the "double reduction" policy and the concept of infiltrating and cultivating students’ core literacy in geography,carefully examines the importance of written assignments and exams,and does not lose their foundation by blindly pursuing innovation.It attempts to solve the difficulties encountered by current geography teachers in assignments design,The following design strategies are proposed: matching assignments content with teaching content,one lesson one practice;By means of information,assignments should be stratified and taught according to their aptitude;Enrich operation forms and diversify development;Emphasize the value of examinations and improve their quality.Based on the analysis of the preliminary survey results and the guidance of design strategies,the teachers believe that excellent assignments focus on practical assignments,and students also expect to increase the proportion of practical assignments.Therefore,the author designed and implemented four characteristic practical assignments,namely,"excavating local resources,cultivating talents through library school cooperation","using network resources to travel with aerial photography","observing and recording the weather and changes in the length of day and night",and "expert guidance,research and investigation",Students actively participate in and form a wealth of small articles,small productions,manuscripts,and other works,and test the scientificity of assignments based on their actual performance in the process of completing the assignments.On the basis of assignments design and implementation,the author proposes evaluation methods such as demonstration evaluation,information evaluation,and quantitative evaluation based on practical needs,encouraging students to participate in assignments evaluation from multiple perspectives such as self-evaluation,student-student evaluation,teacher evaluation,and parent evaluation,emphasizing the systematization of assignments design,arrangement,implementation,evaluation,and feedback,cultivating students’ overall thinking,and allowing assignments to serve the achievement of teaching goals,promote the integration of "teaching assignments evaluation",making assignments a carrier to stimulate learning interest and enable students to obtain a sense of learning achievement.